In writing, as with tools, form must always follow function. From this perspective there can be no "good" writing, only effective writing. Unfortunately, in most instructional situations the function of communicating to an audience is often neglected. Most so-called poor writing falls into the category of writer-based prose. Once student writing is viewed as such rather than as a set of seemingly random or mindless errors, it is easier to understand the problems students encounter in the writing process. What may seem to be unclear sentences or poor writing may in fact be very clear and understandable to the writer. Other structures may communicate effectively in speech but not in writing, where the intonation patterns are different. These kinds of errors do not contradict rules of "good writing" but they do interfere with communication, and that interference can only be evaluated with regard to who the intended reader is. This kind of evaluation is a much more pragmatic method by which to demonstrate to students why certain passages of their compositions succeed at communicating while others fail, without fostering writing anxiety or insecurity that comes from constant use of value judgments. (HTH)